The art experiences of Missouri public school principals and their attitude toward art education

Purpose. The principal fills a key role in regard to the implementation of visual art education within the school (Wilson, 1997). The attitude of the principal toward art education becomes important in that attitudes provide motivation for behavior (Morris & Stuckhardt, 1977). The experiences that an individual has within a domain of learning may affect their attitudes and therefore their actions (Dewey, 1938/1959). The purpose of the study was to provide a description of principals' art experiences within a variety of social contexts, and to look for relationships between principals' art experiences and their attitudes toward art education.;Procedure. A questionnaire was mailed to 297 principals, randomly selected from among the 2084 public school principals in the state of Missouri (DESE, 1998). A return rate of 79% was achieved. The questionnaire included an open-ended question as well as objective items related to attitude toward art education and art experiences. Interviews with six principals were also conducted. Social contexts investigated for art experiences included: as a student at various levels of schooling, during youth with family, as an education professional, and as an adult during leisure time. In analyzing the relationships between art experiences and attitude toward art education, Spearman correlation was used. All statistical analysis was performed using the SAS(c) statistical program. Qualitative data was analyzed and coded for themes and dimensions, and then compared with the quantitative data to provide a comprehensive view of the phenomena.;Conclusions. (1) In relation to their attitude toward art education, the value that principals placed on their art classes at a particular level of schooling was more important than the number of art classes taken at that level. (2) College art class factors had a relationship with principals' attitudes toward art education more often than did factors from K--12 art classes. (3) Principals tended to value K--12 art classes more if they remembered being shown acclaimed works of art during these classes. (4) Art museum visits were memorable experiences for principals and had a positive relationship with their attitudes toward art education. (5) Principals' believed art educators had influenced their attitudes toward art education. The rating of art educator influence was related to principals' attitudes toward art education. (6) The cultural climate of the home can create a foundation for principals' positive attitudes toward art and art education. (7) School art experiences can help to form positive attitudes toward art education when art experiences are not provided by the family. (8) The art experience factors that relate to principals' attitudes toward art education are many and appear to be interrelated.